TESOL-for-Children

TESOLforChildren,ReadingAssignments.[AnswersfromaTESOLstudent.]+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Whichagegroupwouldyouliketoteachthemostandwhy?Iliketoteachages2-5most,becauseIamapatientperson.Childrenofthisagegroupneedmorepatiencethanotheragegroups.Describethecharacteristicsofyour3mostinfluentialteachersthroughoutchildhood.MyelementaryEnglishteacheralwaysgivesstudentsencouragement;myelementaryartteacherpossessesagreatpassionforhiswork;andmyjuniorhighschoolhistoryteacherisaknowledgeablepersonwhohassenseofhumor.WhatdotheacronymsTESOL,SLA,L1andL2standfor?TESOLstandsforTeachingEnglishtoSpeakersofOtherLanguages.SLAstandsforSecondLanguageAcquisition.L1representsfirstlanguage,andL2representssecondlanguage.Whatis“telegraphicspeech?”Telegraphicspeechistheuseofshortwordsandphrasesthatomitunnecessarymodifiersandarticlesinordertoconveygeneralmeanings”.Namefivedifferenttypesofgrossmotorskillsnotmentionedinthetext.Dothesameforfinemotorskills.Grossmotorskillsincludekicking,crawling,skipping,liftingandthrowingaball.Finemotorskillsinvolvefolding,drawing,washing,wipingandzippingup.Whichtypeofmusicandmovieswouldyouliketointroducetochildrenofothercultures?Why?Iwouldliketointroducewell-knownEnglishfolkmusic,andmoviesaboutfolkculture,becausetheywouldhelpchildrendevelopaglobalview.NameanddescribeoneexercisethatcanbeutilizedforlearningEnglishinvolvingScience,Math,andSocialStudiesseparately.(Theanswershouldcontainthreedifferentexercises)Supposestudentsarelearningpartsofthebody(heart,lung,kidney,stomachandliver)intheirScienceclass.Iwouldhaveflashcardsforeachbodypart.ThenIwouldliketoaskstudentstoputthecardsintherightplaceonadiagramofthewholebody.SupposeelementarystudentsarereviewingadditionandsubtractionintheirMathclass.Iwouldmakeupasituationinwhichstudentsareaskedtoshopinagrocerystore.Onestudentsplayssalesclerkandtheotherplaystheroleofashopper.Theshopperisgivensmallbillsandcoinstobuyatmosttwoproducts;moreover,theconversationbetweenthetworolesisguided.Whentheyfinishtrading,theyhavetodoublecheckiftheyeachhavetherightamountmoney.InthePsychologyclass,theteacherdirectsstudenttomakeupaguidedstoryaboutadrawingpostedontheboard.Thedrawingshowsaboysittinginthefrontofhishouse;heisbowingsowecan’tseehisfaceclearly.Asthisisaguidedwritingexercise,thestoryshouldincludeanswerstofollowingquestions:Whatishedoing?Whyheissittinghere?What’shisfacialexpression?Name10vocabularywordsthatyouthinkareappropriateforeachofthelanguagedevelopmentstages.(Howwouldyouintroducethemtothestudentsforlearning?)A.Thesilentorreproductivestage:Fish,dog,egg,cake,window,table,book,pencil,bag,play,three,yellow.TeachingthesewordsthroughTPRandrepetition.B.Theearlyproductionstage:Threefishes,abigdog,ahotegg,yummycake,cleanwindow,onthetable,readabook,sharperpencils,putonabag,playgames,right(left)hand(leg),yellowcars.Buildvocabularybyusingrealobjects,pictures,graphsandcharts,providelisteningactivitiesandaskY/N,either/orquestions.C.Thespeechemergencestage:Therearethreefishesinthepond.Thebigdogisbarkinginthegarden.Mummygivesmeahotegg.Iamhungry;Iwanttoeatcakes,Ihelpedmyparentstocleanthewindowyesterday.Ilikereadingbooks.Tomwritesexercisebookwithhislefthand.Ienjoyplayinggamesintheclass.Theskylookssobeautiful.Let’sgotothepark.MayIgotothewashroom?Encouragestudentstoreadshorttextfromthebookandwriteguidelyunderthehelpofteacher.Riddlelike“Howmanylipsdoeveryonehas?”-“Tulips”.D.Intermediatefluency:Teachingtransitionwords,idioms,jokesandgrammar.Because,as,moreover,Inadditionto,however,firstly,secondly,lastly,…while…inawayofdoing,IfIwereyou,Iwould….IwishIcould…Maryisastallashersisteris.Idiomlikes“Livingwithoutanaimislikesailingwithoutacompass.-JohnRuskinJokelike“HtoOteacher:what’sthechemicalformulaforwater?student:H-I-J-K-L-M-N-Oteacher:whatareyousaying?student:yesterdayyousaidit'sHtoO~~~~~”.Whatis“comprehensibleinput”?Whatis“comprehensibleoutput”?Howaretheysimilar?Howaretheydifferent?Comprehensibleinputdenotesthatlearneracquirelanguagebyintakingandunderstandinglanguagethatisalittlebeyondtheircurrentlevelofcompetence.Inotherwords,learnersmovefromitoi+1byunderstandinginputcontainsi+1.ComprehensibleoutputmeansstudentshaveachancetopracticelanguageattheirlevelofEnglishlanguagecompetency.Secondlanguagelearnersareintakingnewknowledgeforcomprehensibleinputwhiletheyareperformingandapplyingknowledgetheyhavelearnedforcomprehensibleoutput.Theyarebothessentialandcomplementarywaysoflearningsecondlanguage.Arechildrenofbilingualhouseholdsatadisadvantages?Whyorwhynot?No,theyarenot.Instead,childrenofbilingualhouseholdsareatmanyadvantages.Thebilingualchildrenareabletocommunicatewithforeignerseffectivelyandindependentlywhentheytravel,workorstudyabroad.Moreover,learningtwoormorelanguagesgiverisetoaccessmoreinformationresources.Theycanreadabookorlistentoasongintheoriginallanguagewhichbringsthemtotallydifferentexperiencefromreadingandhearingthetranslation.Inaddition,researchshowsthatbilingualchildrenperformgreatstory-tellingskills;also,theypossesshigherIQthanmonolingualch